The Impact of Audio-Visual Aids on Learning English among MSU Third-Year Students

This study investigates the efficacy of audio-visual technologies in assisting MSU third-year students in learning English vocabulary. The interplay of audio-visual aids in educational conversations has been researched from a variety of perspectives (Tuovinen, 2000). Multimedia is a multimodal experience in which information is communicated through text, graphics, pictures, audio, and video. It has been demonstrated that a combination of words and images always carries a substantial quantity of information (Mayer, 2018: 55). The use of multimedia in teaching and learning. The goal of this research is to determine the efficiency of audiovisual aids in the learning of English vocabulary among MSU third-year students. The use of multimedia in instruction and learning threatens the foundations of higher education. The current study investigates how third-year students at Malaysia's Management and Science University use multimedia in their English studies (MSU). To fulfill the study's aims, the researchers used both a qualitative and quantitative approach. An online poll of 200 students enrolled in the Bachelor of English as a second language program was used to construct the study corpus (BTESL). In addition, 150 MSU students from the same program were polled. The study's findings indicate that multimedia inspires BTESL students to learn English creatively and engagingly. It also aroused students' attention and compelled them to learn new terms. Multimedia, according to the study, is an excellent tool for third-year English students. It also helps students enhance their understanding of correct terminology and language.

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The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

International Research in Higher Education ◽

10.5430/irhe.v5n4p25 ◽

2021 ◽

Vol 5 (4) ◽

pp. 25

Author(s):

Vo Thuy Linh ◽

Nguyen Ngoc Vu

Keyword(s):

Mobile Devices ◽

Mobile Learning ◽

Mobile Technology ◽

Teaching And Learning ◽

Theoretical Background ◽

Modern Technology ◽

Rapid Expansion ◽

Efl Students ◽

The Impact ◽

Learning English

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

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Utilization of Instructional Media and Academic Performance of Students in Basic Science

Student Engagement and Participation ◽

10.4018/978-1-5225-2584-4.ch048 ◽

2018 ◽

pp. 997-1007

Author(s):

Stephen Oyeyemi Adenle ◽

Jennifer N. L. Ughelu

Keyword(s):

Learning Outcomes ◽

Teaching And Learning ◽

Control Group ◽

Sample Population ◽

Instructional Media ◽

Visual Aids ◽

Basic Sciences ◽

Quasi Experimental ◽

And Mathematics ◽

The Impact

The use of instructional media is of vital importance for the teaching and learning of the basic sciences in primary and secondary schools, as it drives home the lesson point of the subject being taught and reduces stress for both teacher and student. The imaginative use of well-planned visual aids during classroom lessons does boost academic performances of students learning physics, chemistry, biology, and mathematics. This chapter investigates the impact of instructional media or design usage on the learning outcomes of students in the basic sciences in Lagos, Nigeria. The research design is Quasi-Experimental. The sample population consists of an experimental and a control group. The experimental group is taught with instructional media for a fortnight. The findings show that the use of instructional media positively impacted the learning outcomes of the students, thus highlighting the vital essence of using instructional media during lessons for enhancement of students' learning.

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MODULAR APPROACH TO TEACHING AND LEARNING ENGLISH GRAMMAR IN TECHNICAL UNIVERSITIES

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2018vol1.3229 ◽

2018 ◽

Vol 1 ◽

pp. 139-148

Author(s):

Lyaysan Ibyatova ◽

Kseniya Oparina ◽

Elena Rakova

Keyword(s):

Teaching And Learning ◽

Engineering Students ◽

Modular System ◽

Modular Approach ◽

Performance Achievement ◽

English Grammar ◽

Quantitative And Qualitative Research ◽

Teaching Learning ◽

The Impact ◽

Learning English

The aim of this research is to find out the effectiveness of a modular approach in teaching and learning to assess students’ performance, achievement and motivation and to decide if a modular approach is more effective than traditional methods while performing an experiment with two groups of students learning English at a technical university. The researchers consider a modular specification to be a technology in which the content is divided into a number of units or modules, each of which is examined separately. A module is considered to be a set of learning opportunities organized around a well-defined topic which contains elements of instruction, specific objectives, learning activities and self-assessment and evaluation using criteria-referenced measurement. This project combines quantitative and qualitative research methods to address the impact of modular teaching, learning and assessment on engineering students. The authors use a unique modular system and their own book on English Grammar.This experiment shows that students of modular syllabuses find it useful and motivating and say that it encourages them to do better on the next modules. At the same time, modular learning and assessment does not remove the stress and workload of traditional approaches. Teachers in the modular system appreciate the better planning opportunity around the exams and the clarity of the focus of their teaching requirements. Still, the approach and the structure of modules used in the experiment requires improvement and development.

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The Impact of Class Size on Teaching and Learning English as a Foreign Language: The Case of the Department of English at Abdelhamid Ibn Badis University

10.31235/osf.io/zcn3m ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Hayat Aoumeur

Keyword(s):

Foreign Language ◽

Class Size ◽

Teaching And Learning ◽

Huge Number ◽

Large Classes ◽

The Past ◽

Quality Of Teaching ◽

The Impact ◽

Learning English

This paper is devoted to the study of the impact of class size on teaching and learning English as a foreign language. The investigation was conducted at the department of English at Abdelhamid Ibn Badis University. The department has witnessed a huge increase in the enrolment figure in the past decade which resulted into an increase in class sizes. This has created problems for staff and students alike. Despite the steps taken by the administrators to reduce the number of students, the problem of class crowding still persists. The department of English, alone, has an enrolment of almost 3000 students, it is a huge number indeed if we take into consideration the availability of facilities and resources. The aim of this study is to explore the organizational and pedagogical difficulties that are frequently encountered by the teachers dealing with large classes and the effects on student learning. Additionally, this paper proposes some suggestions on how to deal with class overcrowding. As part of our research, we have given questionnaires to 200 students and 40 teachers. The findings of the survey clearly demonstrate that large class sizes have an adverse impact on the quality of teaching and learning.

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The Impact of Class Size on Teaching and Learning English As a Foreign Language: The Case of the Department of English at Abdelhamid Ibn Badis University

SSRN Electronic Journal ◽

10.2139/ssrn.3005591 ◽

2017 ◽

Author(s):

Hayat Aoumeur

Keyword(s):

Foreign Language ◽

Class Size ◽

Teaching And Learning ◽

The Impact ◽

Learning English

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Impact of School from Home in Teaching and Learning English for Young Learners

Journal of Educational Study ◽

10.36663/joes.v1i2.165 ◽

2021 ◽

Vol 1 (2) ◽

pp. 9-17

Author(s):

Effinaftalia Thisa Gracia Tarigan

Keyword(s):

Elementary School ◽

Teaching And Learning ◽

Single Case ◽

English Teacher ◽

Single Case Design ◽

Study Approach ◽

Young Learners ◽

Teachers And Parents ◽

The Impact ◽

Learning English

The objectives of this study were to examine the impact of school from home in teaching and learning English for young learners. This study employed a case study approach, which is an embedded single-case design. A set of questionnaires was distributed to twelve young learners in the fourth grade of an elementary school in Singaraja and one English teacher. The young learners in this study were selected with purposive sampling, where participants were selected based on their parents' and teachers’ consent. Furthermore, an interview was also conducted with one English teacher from an elementary school in Singaraja to obtain the supplementary data. The findings indicate that the impact of school from home in teaching and learning English had some positive and negative impacts. Therefore, this study ends with suggestions for teachers and parents during school from home.

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Facing up to the Challenges in Teaching and Learning English in Polytechnics

LSP International Journal ◽

10.11113/lspi.v7.16342 ◽

2020 ◽

Vol 7 (2) ◽

pp. 37-54

Author(s):

Shahiza Ahmad Zainuddin ◽

Yusri Kamin

Keyword(s):

Teaching And Learning ◽

English Language ◽

Qualitative Data ◽

The Other ◽

Teaching English ◽

The Core ◽

Core Subjects ◽

Language Competency ◽

The Impact ◽

Learning English

The competency of English among future graduates has consistently been discussed and has become a national concern. The impact of not having competency in English contributes to the hindrance of communication. Thus, English language becomes a major factor graduates are not able to secure suitable employment or to perform at work. The Technical and Vocational Education Training providers such as polytechnics share the same concern as the other institutions. English courses are taught as compulsory course for all students and students are given opportunities to practise the language through co-curricular activities. Communicative English is offered in three semesters, to support the core subjects and complement the technical subjects. In leading towards development and preparing graduates to meet the needs of the future, it is pertinent to ensure that the outcome of English courses in polytechnics is to produce graduates with adequate language competency and ready for work. This chapter reveals the challenges faced by English and content lecturers based on teaching English in polytechnics, teaching the discipline content in English and the collaboration between both subject lecturers. Qualitative data is gathered based on interviews with the lecturers to discover the perception of lecturers from language and content disciplines. The challenges in teaching and learning English are analysed and recommendations for improvement are beneficial to be used as interventions to improve the teaching and learning of English in polytechnics.

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Student Perception of Learning English Online

Central European Journal of Educational Research ◽

10.37441/cejer/2021/3/2/9338 ◽

2021 ◽

Vol 3 (2) ◽

pp. 47-55

Author(s):

Kinga Tünde Pécsi

Keyword(s):

Online Education ◽

Learning Process ◽

Online Teaching ◽

Teaching And Learning ◽

Student Perception ◽

Age Groups ◽

Learner Autonomy ◽

Teaching Learning ◽

The Impact ◽

Learning English

The aim of this research was to highlight the impact of online education on teaching and learning English as a foreign language among students aged 12-19, and to research the importance of learner autonomy and motivation in the online teaching – learning process. In order to collect data from the 81 subjects, members of five different classes and age groups, a questionnaire created in Google Forms was used. The questionnaire was designed to provide information about the students’ attitude and motivation for studying English in an online context, autonomy and effort invested in the learning process. Student progress was measured using the end of semester grades of the first semester of the 2019/2020 year compared to those of the first 2020/2021 semester. Results reveal the importance of perceived choice as a factor that supports learner autonomy and learner motivation. The limitations of the study are due to the fact that the students’ level of English and their previous knowledge of the subjects studied online had not been tested beforehand as the current pandemic situation was not foreseeable.

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